BF 141 
MS 
1922 
Copy 1 



Syllabus In Educational And 
General Psychology 



TOPICS AND QUESTIONS 

With Reading References for Guidance 

of Study and Discussion. 



By 
JOHN P. WYNNE, 

Associate Professor of 
Education and Psychology 



Mississippi Agricultural and Mechanical College, 
Agricultural College, Mississippi 

Price 75c. 



Syllabus In Educational And 
General Psychology 



TOPICS AND QUESTIONS 

With Reading References for Guidance 

of Study and Discussion. 



By 

JOHN P. WYNNE. 

Associate Professor of 
Education and Psychology 



Mississippi Agricultural and Mechanical College, 
Agricultural College, Mis-^iisaippi 



®0! 



V 



Copyright, 1922 ).y 
JOHN P. WYNNE 



FEB -4 1922 

C1A656575 



\^ 



LC Control Number 




tmp96 025774 



-^wO I 



. INTR(3DUCTrON. 

THIS pamphlet has been prepared for the guidance of students of 
elementary and educational psychology. It is hoped that the 
topics and questions arranged will save time in making assign- 
ments, introduce the student to the literature of psychology, and sup- 
ply definiteness to assigned readings. This edition is limited to a few 
copies in order that revisions may be made as often as experience and 
class discussion seem to justify. » 

It is not expected that the syllabus should replace text-book use; 
that students should read all assignments; or that these topics and' 
questions and only these should always be discussed. On the other 
hand, it is desired that this tentative outline serve as a basis of special 
and general, assignments and discussions according to the needs and 
training of individuals and classes. 

The bibliographical references, both specific and general, have 
been cited according to the adequate treatment of subjects, text-books 
in general use in colleges and universities, and availability to the stu- 
dents of the Mississippi Agricultural and Mechanical College. 



—3.* 



TABLE OF CONTENTS 

Page 

1 . The Meanin<:C of Psychology 8 

2. The Methods of Psychology . 10 

3. The Meaning of Educational Psychology 12 

4. Unlearned Connections 11 

5. Consciou?neFS and Attention 10 

6. Elementary Reactions . . . .■ ; . . 18 

7. The Nervous System, the Basis of Reaction . . . .■ ...;.■.. 20 

8. The Br-ain, the Basis of Conscious Reaction , 22 

9. The Laws of Nerve Action 24 

U). The Receptors and their Stimuli 20 

1 1 . Sensations .■ ..■..,.. ^ ; .• 2: i 

12. Affection and Emotion .■..•.....,■.;..;.... 30 

13. Instincts ; . . 32 

14. Use and Modification of Instincts .,• ....;. 34 

15. Habits 30 

1 (). Perception . , 38 

17. Imagination and Memory , '40 

1 8. xMemory Improvement 42 

1 9. Meaninp,' and Judg-ment 44 

20. Stimulation of Thought . •. 4o 

2L Consciousness of Willing 48 

22. The Self Conceptions 50 

23., Biological Heredity 5'2 

24. Social Heredity 6 1 

25. Meaning and Laws of Learning . 50 

26. Educational Significance of Leaining and Its Laws 58 

27. Fatigue and Individual Differences . 60 

28. Tests and Measurements , 62 

29. Conditions of Learning 61 

30. Transference of Training ^ 60 



BIBLIOGRAPHY 

Angell, J. R. Psychology. Henry Holt, 1908. 

Angell, J. R. Chapters from Modern Psychology. Longman's, 1915. 

Bagley, W. C. The Educative Process. MacMillan, 1907. 

Baldwin, Jas. M. History of Psychology, Vols. I & IL Putnam, 1915. 

Baldwin, Jas. M. Mental Development. MacMillan, 1903. 

Baldwin, Jas. M. Social and Ethical Interpretations. MacMillan, 1906, 

Betts, H. B. The Mind and its Education. D. Appleton^ 1916. 

Breese, B. B. Psychology. Scribnei's, 1917. 

Bristol, L. M. Social Adaption. Harvard University Press, 1915. 

Carver, T. N. Essays in Social Justice. Harvard University Preso, 1915. 

Coe, Gcor3"e A. The Psychology of Religion. University 01 Chicago 
Press, 1916. 

Colvin, S. S. The Learning Process. MacMillan, 1911. 

Colvin & Bagley. Human Behavior. MacMill?,n, 1917. 

Conn, H. W. Social Heredity and Social Evolution. Abingdon Press, 
1914. 

Creighton, Jas. E. An Introductory Logic. MacMillan, 1917. 

Dewey, John. Interest and Effort in Education. Houtfnton, Mifflin, 
1913. 

Dewey, John. Democracy and Education. MacMillan, 1920. 

Dewey, John. How We Think. D. C. Heatlv, 1909. 

Edman, Irwin. Human Traits. Houghton, Mifflin, 1920. 

Preeman, F. N. The Psychology of the Common Branches. Houghton, 
Mifflin, 1915. 

Graves, F. P. A Student's History of Education. MacMillan, 1918. 

Hollingsworth, Leta~ S. Psychology of Subnormal Children. MacMil- 
lan, 1920. 

Home. Philosophy of Education. MacMillan, 1904, 

Huxley, T. H. Lessons in Elementary Physiology. MacMillan, 1916. 

James, William. Psychology, Vols. I & II. Henry Holt, 1908. 

James, William. Psychology, Briefer Course. Henry Holt, 1892. 

James, William. Talks on Life's Ideals. Henry Holt, 1916. 

Judd, Chas. H. P.sychology of High School Subjects. Ginn & Co., 1915. 

Kidd, Benjamin. Science of Power. Putnam, 1908. 

Kidd, Benjamin. Social Evolution. Putnam, 1894. 

Kilpatrick, W. H. The Project Method. Teachers College, 1918. 

King, Irving. Psychology of Child Development. University of Chica- 
go Press, 1904. 

"King, Irving. Social Aspects of Education. MacMillan, 1912. 

Kirkpatrick, E. A. The Individual in the Making. Houghton, Mifflin, 
1916. 

Kirkpatricjc, E. A. Fundamentals of Child Study. MacMillan, 1919. 

Kirkpatrick, E. A. Genetic Psychology. MacMillan, 1909. 

LaRue, D, W. Psychology for Teachers, American Book Co., 1920, 



Monroe, Paul. A Text-Book in the History of Education. MacMillan, 

1906. 
Monroe, DeVoss & Kelly. Educational Tests and Measurements. 

Houghton, Mifflin, 1917. 
Munsterberg, Hugo.' Psychology, General and Applied. D. Appleton, 

1914. 

Munsterberg, Hugo. On the Witness Stand. Doublcday, Pr.ge, 1908. 

MacVannell, J, A. Outlines of a Course in Philosophy of Education. 
MacMillan, 1912. 

MacDougall, WiHiam. Social Psychology. Luce & Company, 1921. 

McMurry, F. M. How to Study. Houghton, Mifflin, 1909. 

Norsworthy and Whitley. Psychology of Childhood. MacMillan, 1918. 

O'Shea, M. V. Mental Development and Education. MacMillan, 1921, 

Parker, G. H. Elementary Nervous System. Lippincott, 1919. 

Pilisbury, W. B. Fundamentals of Psychology. MacMillan, 1916. 

Ross, E. A. Social Psychology. MacMillan, 1908. 

Rowe, S. H. Habit Formation and the Science of Teaching. Long- 
man's, 1915. 

Ruger, H. A. Psychology of Efficiency. Science Press, 1910. 

Rugg, H. O. Statistical Method Applied to Eucation. Houghton, Mif- 
flin, 1917. 

Starch, D. S. iEducational Psychology. MacMillan, 1919. 

Starch, D. S. Educational Measurements. MacMillan, 1917. 

Stiles, P. G. Human Physiology. W. B. Saunders, 1917. 

Strayer, G. D. Brief Course in the Teaching Process;. MacMillan, 1911. 

Terman, L. M. The Measurement of Intelligence. Houghton, Mifflin, 
1916. 

Thorndike, E. L. Elements of Psychology. A. G. Seiler, 1920. 

Thorndike, E. L. Principles of Teaching. A. G. Seiler, 1920. 

Thorndike, E. L. Psychology, Brieter Course. Teachers College, 1920. 

Thorndike, E. L. Educational Psychology, 3 Volumes. Teachers College, 
1913-14. 

Thorndike, E. L. Mental and Social Measurements. Teachers College, 
1916. 

Titchener E. B. A Text-Book of Psychology. MacMillan, 1910. 

Warren, II. C. Human Psychology. Houghton, Mifflin, 1919. 

Watson, John B. Psychology from the Standpoint of a Behaviorist, 
Lippincott, 1919. 

Wilson & Hoke. How to Measure. MacMillan, 1920. 

Woodrow, Herbert. Brightness and Dullness in Children. Lippincott, 
1919. 

Woodworth, Robt. S. Psychology. Henry Holt, 1921. 

Woodworth, Robt. S. Dynamic Psychology. Columbia University 
Press, 19^8, 
. .• > , — G — 



PERIOI ICALS. 

American Journal of Psychology. Ithaca, New Yoik. 

Educational Psychology Monographs. Warwick and York, Baltimore. 

'Educational Review. G. H. Doran, New York. 

Elementary School Journal. University of Chicago Press. 

Journal of Educational Psychology. Warv/ick & York, Baltimore. 

Journal of Experimental Psychology. Princeton, Ne%v Jersey. 

Psychological Review, Princeton, New Jersey. 

School and Society. The Science Press, G'^.rrison, N. Y. 

School Review. University of Chicago Press. 

Teacher."? College Record. Teachers College, N. Y. 

United States Bureau of Education BuUetirs. Washington, D. C. 



1. THE MEANING OF PSYCtaOLOGY. 

1. Outline reference 1 in detail and tell the story to the class. Note 
all of the kinds of changes in consciousness and what caused 
them. Recall a similar story from your personal experience. 

2. State several questions that pschoiogy seeks to explain. 

3. The train running between Starkville and Artcsia stops more times 
some days than others. Are the additional stops a result of psy- 
chological facts? Explain. 

References : 

, 1. Colvin and Bagley — Human Behavior., pp 3-5, 

2. Thorndike — Elements of Psychology, pp. 1-9. 

3. Pillsbury — Fundamentals of Psychology, pp. 1-14. 

4. Warren— Human Psychology, pp. 1-16. 
.5. Woodworth — Psychology, pp. 1-19. 

6. Woodworth — Dynamic Psychology, pp. 20-43. | 

7. Ladd — Primer of Psychology pp. 1-1.5. - 

8. Watson — Psychology, pp. 1-23. 

9. Angell — Psychology, pp. 1-12. 

10. .James — Psychology, Vol. I. pp. 1-11. 

11. Titchener — A Text Book of Psychology, pp. 1-41. 

12. Breese — Psychology, pp. 397-410. 

13. James — Talks on Psychology and Life's Ideals, pp. 15-21 
and 22-28. 

14. James — Talks on Psychology and Life's Ideals, Ch. IV and 
pp. 33-37. 

15. James — Psychology, Briefer Course, Ch. IX and XXII. 

16. Edman — Human Traits, pp. 1-17. 

17. Angell — Chapters from Modern Psychology, pp. 3-42. 

18. Hunter—^General Psychology, pp. 3-9; 13-35, 



2. THE METHOD OF PSYCHOLOGY 

1. Explain to the class how the author of a history text-book learns 
the facts and conclusions that he writes. What method would he 
be using? 

2. Explain to the cl^ss how the author of any book in agriculture 
learned the principles and facts that he recorded. What was his 
method ? 

3. How was the author of the trip to New Port able to describe his 
consciousness and its chanpes? How are we able to d scribe his 
consciousness? What was his method? What is our method? 

4. If the task of psychology were only to describe what the man did, 
what method would be used and what kind of psychology would 
that be? 

5. If the task of psychology were only to describe what the man 
thought, felt and willed, what method would be used and what 
kind of psychology would that be? 

G. If the task of psychology is to infer the nature of the workings 
of the mind, and to describe- behavior with reference to practical 
consequences, what methods will be used and what kind of 
psychology will that be? 

References: 

1. Woodworth— Dynamic Psychology, pp. 20-43. 

2. Pillsbury — Fundamentals of Psychology, pp. 1-10. 

3. Breese — Psychology, pp. 1-20. 

4. Woodworth — Psychology, pp. 1-18. 

5. Thorndike — Elements of Psychology, pp. 10-17. 

6. Warren — Human Psychology, pp. 9-16. 

7. Angell — Psychology, pp. 5-9. J 

8. Titchener — A Text-Book of Psychology, pp. 19-25. 

9. Watson — Psychology, pp. 1-47. 

10. Hunter^ — General Psychology, pp. 3-9; 13-35. 



— 10-— 



8. tHE MEANING OF EDUCATIOiS^A^L PSYCltOLOC^Y. 

1. Explain the difference bet.Teen John Bassett Moore today from 
what in all probability would have been the John Bcssett Moorv3 
born in the home of a Russian peasant during the thirteenth cen- 
tury. 

2. What do we mean then by saying that we are educating the chil- 
dren of Mississippi? What fact will show whether we are educatinjj;' 
well? When? What sciences or studies seek to anticipate the re- 

> suits of certain forms of education? 

3. If we knew what instruction ought to be given, how should we 
learn how best to give it? What other questions does this suggest? 

4. Ought the same subject to be taught in the same way to every 
group of people? What would be the determining circumstances? 
What study seeks to answer this question? 

5. Make a list of four problems each for sociology, philosophy of 
education, psychology, and psychology of education. 

References: 

1. Starch— Educational Psychology, pp. 1-5. 

2. Thorndike- — Principles of Teaching, pp. 1-11. 

•3. Smith — Introduction to Educational Sociology, pp. 1-10. 

4. James — Talks on Life's Ideals, pp. 1-14. 

5. Munsterburg — General and Applied Psychology, Ch. XXIX. 

6. Hunter — General Psychology, pp. 36-60. 

7. Angell— Chapteis from Modern Psychology, pp. 155-194. 



•13^— 



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4. CONNECTIONS-MOVEMENTS AND ACTIVITIES-UNLEARNED 

1. Name three kinds of unlearned activity and describe some partic- 
ular activity of your own experience that will illustrate each of 
thes€. — - — 

2. Explain the difference between the two kinds of play. To which 
kind does base i)all belong? Always? Explain. 

3. -Illustrate the difference between spontaneous play and work. 

4. Show^the^aiiie of the knowleage of play, imitation and curiosity 
to the tseacher. 

References: 

1. Colvin and Bagley — Human Behavior, pp. 37-50. 

2. Thorndike — Educational Psychology, Briefer Course, pp. 1-10; 
pp. 59-68. 

3. Norsworthy and Whitley — Psychology of Childhood, pp. 21-41 

4. Colvin— The Learning Process, pp. 33-54. 

5. Edman — Human Traits, pp. 67-109; 1-17. 

6. Strayer — Teaching Process, pp. 12-31. 

7. Thorndike — Educational Psychology, Val. I, pp. 1-26. 

8. Groos— The Play of Man, Part III. 

9. Hall — Aspects of Child Life and Education, pp. 84-141. 

10. Hall—Youth, CK VI. 

11. Norsworthy and Whitley — Psychology of Childhood, pp. 
206-223. 

12. Norsworthy and Whitley — Psychology of Childhood, Ch. III. 

13. Koss— Social Psychology, pp. 121-146. 

14. King— -Psychology of Child Development, Gh. X, pp, 110-llG. 

15. Sears — Classroom Organization and Control, pp. 29-32. 



■»,/-■• 



5. CONSCIOUSNESS— CHARACTER AND FUNCTION OF MENTAL 
STATES— ATTENTION. 

1. State the 'classes of attention according to Thorndike and accord- 
ing to Colvin and Bagley. Which method of classification do you 
like best? Why? 

2. Look at some object and explain xvhether you have attention or a 
state of consciousness. Explain the meaning of attention. 

3. To what can we pay attention without effort? Why? What are 
some things to which we pay attention with extreme difficulty? 
Why? 

4. Name some things that were once difficult to attend to that are 
now easy to attend to. Why? 

5. State several ways by which attention may be secured by the 
teacher and maintained. How does the teacher know whether or 
not he has the attention of his class? 

6. Explain the meaning of the range of attention and the rhythmic 
character of attention. 

7. Discuss the influence of heredity, education and experience on 
one's ability to attend. 

8. Show several ways by which one may improve his ability to attend 
to a difficult task. 

"References: 

1. Colvin and Bagley — Human Behavior, pp. 53-7L 

2. Thorndike — Elements of Psychology, pp. 98-107. 

3. Angell — Psychology, pp. 80-92. 

4. Bagley — Classroom Management, pp. 158-187. 

5. Kulpe — Outlines of Psychology, pp.. 423-445. 

6. James — Psychology, Briefer Course, Ch. XIII. 

7. James — Talks on Psychology and Life's Ideals, pp. 91-99, 

8. Pillsbury — Essentials of Psychology, Ch. V. 

9. Pillsbury— Fundamentals of Psychology, pp. 238-266, 

10. Titchener — A Text-Book of Psychology, pp. 265-302. 

11. Norsworthy and Whitley — Psychology of Childhood, pp. 
97-111. 

12. Angell — Psychology, pp. 92-108. 

13. Starch — Educational Psychology, pp. 180-183. 

14. Woodworth — Psychology, pp. 244-270. 

15. Breese — Psychology, pp. 53-86. 

16. Warren — Human Psychology, pp. 87, 140, 251, 358, and 364.. 

17. Hunter- — General Psychology, pp. 113-131. 

18. MacDougall — Social Psychology, p. 48 and following. 
\9 Jarnes---Psycholpgy, Vol. I, pp. 402 458. 

— 16—, 



6. kEACTION^-ELEMENTAKY. 

i. If you note the size of the pupils of a cat's eyey at night, yoii 
will note they are larger than in the day. Explain why. 

2. Tell your friend to say A when you say B, and as quickly as he 
can. Then tell him to say A or any other letter he prefers, when 
you say B, and as quickly as he can. Note the difference in time 
it takes him. 

3. Name three kinds of reaction mentioned in one and two and give 
other illustrations of each type. Show in what respect these re- 
actions are alike and in what respects they arc unlike. 

4. On what basis do you explain these reactions? What is the meaninp; 
of a nervous arc? 

5. Name a type of animal that is capable of all three of these reac- 
tions. Name one that is capable of the first two and not the third. 
Why is one able to nnalce all three and the other only two? 

6. Discuss in detail the structure of a neuron and the nature of every 
part of it. 

Reference*: 

1. Woodworth — Psychology, pp. 21-29. 

2. Colvin and Bagley — Human Behavior, pp. 106-111. 

3. Pillsbury — Fundamentals of Psychology, pp. 15-26. 

4. Woodworth — Psychology, pp. 29-41. 

5. Thorndike — Educational Psychology, Briefer Course, pp 84-87 

6. Thorndike — Educational Psychology, Vol I, pp. 209-212. 

7. Thorndike — Elements of Psychology, pp. 125-139. 

8. V/arren — Human Psycliologj'', pp. 32-38. 

9. Breese — Psychology, pp. 31-40. 

10. Watson — Psychology, pp. 108-122. 

11. Angell — Chapters from Modern Psychology, pp. 45-71. 

12. Stiles — Human Physiology, pp. 94-105. 

13. Titchener — A Text-Book of Psychology, pp. 428-458. 

14. Angell— Psychology, pp. 13-23. 
14. Angell — Psychology, pp. 13-23. 

■ 15. Hunter — General Psychology, pp. 132-139. 



.18-- 



-BASIS OF RKACtlON—THE NERVOUS SYSTEM. 

1. Divide the nervous system in general divisions according- to as 
many points of view as you can. 

2. Note the divisions made by two different authors of the nervous 
system. 

3. What do you think would be the best divisions for us to make in 
our study? Explain why you think so. 

4. Locate the spinal and cranial nerves. Explain the meaning* of a 
nerve. What is the difference between a spinal and a cranial 
nerve? How many are there of each? 

bi Locate and explain the meaning of different ganglia. 

6. Describe the course of the sensory and motor nerves from the 
cord to the receptors and effectors. 

7. Describe the shape and length of the cord; show the arrangement 
of white and gray matter; explain what is meant by the differ- 
ent paths in the cord. 

8. Beginning with the bone just outside the cord in some section of 
the spinal column, describe each layer of material until the cent'iV 
of the cord is reached. 

9. State and explain as many functions of the cord as you can. 

-References : 

1. Colvin and Bagley — Human Behavior, pp. 113-125. 

2. Thorndike— Elements of Psychology, pp. 120-158. 

3. Hunter— -General Psychology, pp. 132-157. 

4. Angell — Psychology, pp. 18-35. 

5. Pillsbury— Fundamentals of Psychology, pp. 26-49. 

6. Wafren— Human Psycholog-y, pp. 32-55. 

7. Watson— Pyschology, pp. 122-151). 
S. Breese— Psy(!'hology, pp. 20-47. 

9. James — Psychology, Vol, I, pp. 30-67. ;^ 

10. Wood worth — Psychology, pp. 26-55. 

11. Stiles — Human Physiology, pp. 65-162. 

12. Huxley — Lessons in Physiology, pp. 452-519. 

13. Wilder — History of the Human Body, Chapter X. 



—20— 



8. THE BRAIN AND LOCALIZATION OF FUNCTION. 

1. Discuss fully the the development of the embryo and the growth 
of the nervous system. 

2. Name and locate tht different general divisions of the brain, stat- 
ing the chief fiinctions of each division. 

3. Discuss the aa^rangement of the white and gray matter as compared 
with the arrangement in the cord. 

4. On the cerebral cortex locate the areas corresponding to the dif- 
' ferent?^ senses. 

5. Discuss the psychological value of the study of aphasia and lesions. 

6. Locate and explain the meaning of the association areas of the 
cerebral cortex. 

References : 

1. Thorndike — -Elements of Psychology, pp. 158-168. 

2. Stiles — Human Physiology, pp. 108-120; 121-135. 
a. Angeil — Psychology, pp. 39-58; 23-58. 

4. Hunter — General Psychology, pp. 146-157. 

5. Warren — Psycholaixy, pp. o8 46; -^6-49. 

6. Brepse — Psychology, pp. 20-31; 47-52. , 

7. Wilder — History of the Human Body, Chapter X. 

8. Pillsbury — Fundamentals of Psychology, pp. 129-139. 

9. Watson — Psychology, pp. 122-136; 146-154. 

10. James — Psychology, Vol. I, pp. 30-67. 

11. Woodworth — Psychology, pp. 45-66. 

12. Huxley — Lessons in Physiology, pp. 498-534, 



-22- 



9. THE LAWS OP NERVE ACTION. 

1. What is the meaning of the "stimulus-response" psychology by 
which some writers attempt to explain all motives, interests and 
purposes? 

2. Give some illustrations of organic states that influence behavior. 

3. Explain what Woodworth means by reactions at different levels. 

4. Explain the meaning of Woodworth's "Preparation for Action," 
"Preparatory Action", "Tendency" and "Motives". 

5. Explain the meaning of each of the seven kinds of nerve operation 
according to Warren. 

6. Does the nerve impulse always work itself out either in doing or 
in not doing? Explain. 

7. The nervous system has been called a transformer. Explain 
whether there is any justification for such an appellation. 

8. Is there any parallel in the course followed by water on the sur- 
face of the earth and the course taken by the nerve impulse? 
Explain. 

9. State and explain the meaning of natural or inborn connections. 
10. State and explain the law of acquired connections. 

References: 

1. Thorndike — Elements of Psychology, pp. 162-1 68. 

2. Thorndike — Educational Psychology, Briefer Course, pp. 50-58 
.3. Thorndike — ^Educational Psychology, Vol. I, pp. 123-124. 

4. Warren — Human Psychology, pp. 56-71. 

5. Pillsbury — Fundamentals of Psychology, pp. 265-266; 84-97. 

6. Woodworth — Psychology, pp. 68-88. 

7. Watson — Psychology, pp. 117-122. 

8. Angell— Psychology, pp. 363-368. 



^24— 



10, THE RKCKPTORS AND 'VHKIU I^TlMUiJ. 

1. Describe and explain the function of every part of the eye, front 
front to back. 

2. Describe the outer, middle ^nd inner ear, showing the special 
function of each. 

8. Describe the course of the optic nerve and the auditory nerve. 

4. Describe the receptors or end organs for smelling and tasting. 

5. Name the organic senses and discuss the nature of the end orgar-i 
of each. 

6. State the physical factors effective in determining the qualities of 
sight and ?ouiid. 

7. State and Illustrate the physiological and physical factors effective 
in determining the different odors and tastes. 

8. State the physical and physiological factors effective in determin- 
ing hot, cold, pressure and pain. 

9. Discuss the factors effective in determining the kinaesthetic senses. 

References: 

1. Woodworth— Psychology, pp. 186-196. 

2. Thorndike — Elements of Psychology, pp. 154-157. 

3. Warren— Human Psychology, pp. 151-178: 184-194; 196-213. 

4. Watson — Psychology, pp. 98-107; 75-84; 48-74. 

5. Pillsbury — Fundamentls of Psychology, pp. 103-129; 145-165; 
171-208. 

6. Breese — Psychology, pp. 166-178; 144-157; 110-143. 

7. Angell — Psychology, pp. 108-144. 

8. Huxley— Lessons in Physiology, pp 398-436; 367-397; 340-367 

9. Stiles— Physiology, pp. 149-162; 143-148; 136-143. 

10. Hunter— General Psychology, pp. 250-265; 240-250; 215-239. 



^26- 



11. CONSCIOUSNESS OF THINGS PRESKNT-~^SENSAT10N, 

■1. Name the different kinds of sensations^ and state the different 
qualities of each. 

2. State methods of classifications made of sensations by different 
authors and note the difficulties involved in any hard and fast 
classification. 

3. State the meaning' of stimuli and note the different kinds. 

4. Explain the meaning of the after effects of stimuli, sensory adap- 
tation and the attributes of sensation including quality, intensity, 
extensity, duration, clearness or vividness, and the '*local sign." 

5. State and Illustrate Weber's Law. 

6. Formulate a good definition of sensation as such. 

tieferences: 

1. Thorndike — -Elements of Psychology, pp. 19-35. 

2. Colvin and Bagley — Human Behavior, pp. 189-212. 

3. Breese — Psychology, pp. 87-109. 

4. James — Psychology, Vol, II, pp. 1-43. 

5. Titchener— A Text-Book of Psychology, pp. 46-58; 200-225. 

6. Pillsbury — Fundamentals of Psychology, pp. 98-103; 209-215. 

7. Warren — Human Psychology, pp. 215-232. 

8. Watson— Psychology, pp. 145-150. , 

9. Angell— Psychology, pp. 102-114; 145-150. 

10. Hunter— General Psychology, pp. 215-225; 252-266. 






12. CONSCIOUSNESS OF PERSONAL CONDITION— AFFECTION 

AND EMOTION. 

1. State Thorndike's classification of the feelings.* Can you 
name any consciousness that is not a feeling, according to this 
classification? 

2 Differentiate the terms "'feeling," ''sensation" and "affection," 
State Colvin and Bagley's classification of affections. In what 
respepts'afe affection and emotions different? How are their 
origins explained? 

3. State several classifications of emotions. Decide what you think 
is the best classification and give your reasons for thinking so. 

4. State the situations that may cause and emotion. Why do they 
cause emotions? What is the James-Lange Theory of Emotions? 
What is the Cannon Theory of Emotions? 

5. To what extent should a person yield to the agreeable inclinations 
and endure the disagreeable? Are emotions beneficial? To 
whom? How? Can one control his emotions? All of the time? 
How? To what extent should the teacher seek to repress feeling 
either in himself or his students? 

6. Differentiate affection, feeling, emotion, mood, temperament and 
sentiment. 

References: 

1. Colvin and Bagley — Human Behavior, pp. 72-88; 89-105, 

2. Thorndike — Elements of Psychology, pp. 19-91; 74-84. 

3. Breese — Psychology, pp. 356-376; 377-396. 

4. Woodworth— Psychology, pp. 118-136; 137-171; 173-186, 

5. Woodworth— Dynamic Psychology, pp. 44-76. 

6. MacDougall — Social Psychology, Chapters 2, 3 and 4. 

7. Pillsbury — Fundamentals of Psychology, pp 443-466; 467-495, 

8. Angell— Psychology, pp. 301-315; 316-333; 362-379; 380-395, 

9. Warren — Human Psychology, pp. 279-306. 

10. Hunter — General Psychology, pp. 200-214; 179-199. 

11. James — Psychology, Vol. II, pp. 442-485. ^ 

12. Watson — Psychology, pp. 194-230. 



—30— 



13. UNLEARNED ACTIVITIES OF THE SECOND LEVEL- 
INSTINCTS. 

1. Observe and name some reflex and instinctive activities and show 
in what respect they are alike and in what respects they are differ- 
ent. 

2. Analyze several instinctive activities and make a list of their com- 
men characteristics. 

3. Explain how instincts originated and the way by which they have 
been preserved. 

4. Classify instincts in three ways and state the basis of each classi- 
fication. Decide upon some convenient basis of classification and 
group all of the instincts you can discover according to such a 
basis. 

5. Explain the difference between instincts and emotions. 

References : 

1. Colvin and Bagley — Human Behavior, pp. 126-148. 

2. Thorndike — Elements of Psychology, pp. 184-191. 

3. Parraalee — Science of Human Behavior, Chapters XI, XII and 
XIII. 

4. Pillsbury — Fundamentals of Psychology, pp. 420-426. 
r>. Watson — Psychology, pp. 231-236; 236-249. 

6. Warren — Psychology, pp. 92-110. 

7. Breese — Psychology, pp. 384-391. 

8. Thorndike — Educational Psychology, Briefer Course, Chapters 
II, III, IV and V. 

9. Thorndike — Educational Psychology, Vol. I, Chapters II, III, 
V, VI, VII and VIII. 

10, James— Psychology, Vol. II, pp. 383-441. 

11, MacDougall— Social Psychology, pp. 20-46; 47-92; 93-124, 

12, Woodworth — Psychology, pp. 105-156; 137-171. 

15. Angcll— Psychology, pp. 334-345; 346-368. 

16. Hunter — General Psychology,' pp. 158-177, 



-—32— 



14. UNLEARNED ACTIVITIES OF THE SECOND LEVEL— U§E 
AND MODIFICATION OF INSTINCTS. 

1. Explain the meaning of the recapitulation, the transitoriness, the 
dynamic (Nature is right) theories of instincts; discuss the extent 
of their validity; give an account of their influence and discuss 
the validity of the educational doctrines based upon them. 

2. By referring to specific tendencies show their relative value now 
and in former times. 

3. Name some native tendencies that should be developed; some that 
should be modified; and some that should be rooted out altogteher. 
Give specific reasons for your answers. 

4. State as many ways as you can by which instincts may be modified. 

5. Show how the teacher may use his knowledge of instincts and their 
modifications in school work. 

References : 

1. Colvin and Bagley — Human Behavior, pp. 140-164. 

2. Thorndike — Elements of Psychology, pp. 187-191. 

3. Thorndike — Educational Pyschology, Briefer Course, pp. 
100-115; 116-124. 

4. Thorndike — Educational Psychology, Vcl. I, pp. 245-269; 
270-312. 

5. Starch — Educational Psychology, pp. 9-25. 

6. Pillsbury — Fundamentals of Psychology, pp. 435-442. 

7. James — Talks on Life's Ideals, pp. 38-44. 

8. Hugo, Victor — Claude Gueux (Short Story). 

9. Hunter — General Psychology, pp. 169-174; 176-177. 



—34- 



15. LEARNED ACTIVITIES OF THE SECOND AND THIRD LEVELS 

—HABITS. 

1. Is a wink moie like a habit or an instinct? Explain. Is a sneeze 
an instinct or a habit? Explain. 

2. Make a list of activities that one should not desire to make habitu- 
al. Make another list that one should desire to make habitual. 
Explain the difference between good and bad habits. 

3. State and illustrate the four laws of habit formation. 

4. Explain the meaning of the practice curve in habit formation and 
state the facts of the differences in rate of improvement that it in- 
dicates. 

5. A pupil is very neat about his grammar papers. What indication 
is this fact that he is neat in his arithmetic work. Explain. A 
person develops the habit of observing and cataloging all of the 
bugs and insects that he finds. Will he, on that account, observe 
and catalog every different plant he finds? Is the habit of thus 
dealing with bugs any indication that he would be better qualified 
to observe and catalog plants if he desired to do so? Illustrate. 
State the ways, and only ways, by which habits may be transferred 
from one field to another, 

6. Show how the knowledge of the laws of habit formation and the 
practice curve may aid the teacher in his school work. 

References: 

1. Colvin and Bagley — Human Behavior, pp. 165-188. 

2. Thorndike — Elements of Psychology, pp. 199-214. 

3. Thorndike — Educational Psychology, Briefer Course, pp. 
186-201; 259-282. 

4. Thorndike — Educational Psychology, Vol. II, pp. 85-115; 
116-185; 350-433. 

5. James — Talks on Life's Ideals, pp. 64-79. 

6. James — Psychology, Vol. I, pp. 104-127. 

7. Edman — Human Traits, pp. 18-46. 

8. Bagley — Classroom Management, pp. 13-49. 

9. Pillsbury — Fundamentals of Psychology, pp. 499-510. 

10. Woodworth — Psychology, pp. 296-331. 

11. Watson— Psychology, pp. 269-309; 310-347. 

12. Hunter — General Psychology, pp. 176-177. 



16. CONSCIOUSNESS OF THINGS PRESENT— PERCEPTION. 

1. Describe and illustrate the differences and likenesses of sensation 
and perception. 

2. Divide percepts into three classes on the basis of their validity and 
illustrate the characteristic features of. percepts belonging to each 

class. 

3. Illustrate the physiological and psychological factors involved in 
the determination of distance. 

4. Name and illustrate some of the more interesting visual illusicns. 

5. Show how the process of reading illustrates the laws of perception. 

6. Make a list of false perceptions that you know about and gToup 
them into two groups according as they are illusions or hallucina- 
tions. Show in what respect hallucinations and illusions are alike 
and unlike each other. 

7. State and illustrate the more important factors involved in the 
estimation of time. 

References: 

1. Thorndike— Elements of Psychology, pp. 35-42. 

2. Colvin and Bagley — Human Behavior, pp. 213-226, 

3. Breese — Psychology, pp. 197-237. 

4. Pillsbury — Fundamentals of Psychology, pp. 267-306; 
307-321; 322-344. 

5. James — Psychology, Briefer Course, Chapter XX. 

6. James — Psychology, Vol. II, pp. 134-282. 

7. Angell — Psychology, pp. 172-195; 151-171. 

8. Angell — Introduction to Psychology, pp. 114-136. 

9. Woodworth — Psychology, pp. 419-460. 

10. Titchener — Text-Book of Psychology, pp. 172-195; 151-171. 

11. Pillsbury — Essentials of Psychology, Chapter VII. 

12. Hall — Aspects of Child Life and Education, pp, 1-52. 

13. Warren — Human Psychology, pp. 233-269. 

14. Hugo, Victor — Notre Dame de Paris, Book Vlll, Chapter I. 

15. Hunter — General Psychology, pp 267-276. 



-^38— 



17. CONSCIOUSNESS OP^ THINGS ABSENT— IMAGINATION AND 

MEMORY. 

1. Classify on the basis of the sense organs the different kinds of 
images one may possess of things. 

2. Classify visual images on the basis of recency of the presence of 
the object imagined to the eye, and describe the distinguishing: 
features of each class. 

3. Classify imagizmtion on the basis of (1) the sense organs; (2) its 
validity; (3) range of component elements constituting the image; 
(4) concreteness of thing imagined. 

4. Explain the difference between memory in the narrow and broad 
sense. 

5. Explain the differences and likenesses between memory and imag- 
ination. 

6. Explain the meaning of learning, retention, recall and recognition. 

References : 

1. Thorndike — Elements of Psychology, pp. 42-57. 

2. Colvin and Bagley— Human Behavior, pp. 227-242; 243-263. 

3. Breese— Psychology, pp. 260-270; 238-259. 

4. Warren — Human Psychology, pp. 270-279. 

5. Pillsbury— Fundamentals of Psychology, pp. 216-237; 345-386 

6. Woodworth— Psychology, pp. 332-365; 366-388. 

7. James — Psychology, Vol. 2, pp. 44-75. 

8. James — Psychology, Vol. 1, pp. 643-659. 

9. Angell— Psychology, pp. 196-221; 222-232. 

10. Titchener— A Text-Book of Psychology, pp. 396-426. 

11. Hunter— General Psychology pp. 277-301. 



-^40- 



:i8. CONSCIOUSNESS OF THINGS ABSENT—MEMORY iMPI^OVlfi- 

MENT. 

i. What kind of memorising is necessary in the study df mathematics^ 
history, English literature, agriculture? 

2. Discuss by illustrations the extent to which individuals differ iri 
memory and explain what factors determine these differences. 

8. Explain what factors are effective in the developmerit of a faulty 
memory of any particular kind of materiaL 

4. Discuss the extent to v/hich memorizing in dne subject contributes 
toward the improvement of one's ability to memorize in other 
subjects. 

5. Explain the meaning of thg laws of association and show their re- 
lationship to purpose and ''congruity of emotional tone." 

k. State and illustrate different ways by which one' may improve his 
methods of memorizing. 

References : 

1. Colviri and Bagley — Human Behavior, pp. 264-282; ^83-297. 

2. Woodworth— Psychology, pp. 389-418. 

3. Pillsbury — Fundamentals of Psychology, pp. 382-389. 

4. Breese— Psychology, pp. 253-259; 277-298. 

5. Starch— Educational Pyschology, pp. 176-190; 191-216; 
217-260. 

6. James — Psychology, Vol. I, pp. 659-689. 

7. Angell — Psychology, pp. 230-244. 

8. Hunter — General Psychology, pp. 301-319. 



-„42- 



1 9. CONSCIOUSNESS OP FACTS— RELATIONSHIP— MEANING 

AND JUDGMENT. 

1. Name some object and note the different kinds of feelings you 
have in regard to it. 

2. Name two objects and note several ways by which they are alike 
and unlike. 

3. Arrange the relationships of which you may be conscious in object- 
ive and subjective groups and explain the difference between them. 

4. Ask persons of different ages about likenesses and differences of 
objects, classify their answers, note the differences in variety and 
ability indicated, and try to account for such differences. 

5. Should the natural development of the consciousness of relation- 
ship determine to any extent the methods of the teacher? Explain 
fully by referring to the teaching of specific subjects. 

6. Explain by illustrations the differences between consciousness of 
things and facts. 

7. Distinguish from each other, percept, image, individual notion, 
concept, abstraction. 

8. Explain how things get their meaning for us and why different 
people have different feelings of meaning in regard to the same 
thing or situation. 

References: 

1. Thorndike — Elements of Psychology, pp. 58-73. 

2. James — Psychology, Vol. I, pp. 237-258. 

3. Colvin and Bagley — Human Behavior, pp. 300-307, 

4. Pillsbury — Fundamentals of Psychology, pp. 387-405. 

5. Dewey— How We Think, pp. 101-116. 

6. Titchener — A Text-Book of Psychology, pp. 505-547. 

7. Angell— Psychology, pp. 245-266; 267-278. 

8. Angell — Introduction to Psychology, pp. 175-184. 

9. Breese— Psychology, pp. 321-337. 

10. Creighton — An Introductory Logic, pp. 316-328; 329-342. 

11. Hunter — General Psychology, pp. 320-333. 



.44-- 



20. REASONING— INCENTIVE, METHOD, STIMULATION. 

1. Distinguish between solving problems through the simple trial and 
error process and conscious reflection, and show which is the more 
economical. 

2. Describe the nature of the situations that ,have initiated thinking 
both in the individual and in the race. 

3. State several problems that, have been solved and the common 
phases that have characterized the solvin-g of them. 

4. Show the procedure by which the teacher may arouse the thinking 
attitude in his students by referring to the teaching of special 
topics in special subjects. 

5. Distinguish between the meaning of deductive and inductive reas- 
oning and show that the solution of any simple problem demands 
the employment of both. 

References : 

1. Colvin and Bagley — Human Behavior, pp. 298-312. 

2. Pillsbury — Fundamentals of Psychology, pp. 387-419. 

3. Angell — Psychology, pp. 267-300. 

4. Dewey — How We Think, pp. 1-56; 68-79. 

5. Breese — Psychology, pp. 338-355, 

6. Creighton — An Introductory Logic, pp. 190-201; 202-216 j 
373-389. 

7. Woodworth — Psychology, pp. 462-480. 

8. Bagley — The Educative Process, pp. 128-168. 

9. Colvin — An Introduction to High School Teaching, pp 274-296 

10. LaRue — Psychology for Teachers, pp. 198-219. 

11. Thorndike — Elements of Psychology, pp. 264-273. 

12. Thorndike — Principles of Teaching, pp. 147.-178. 

13. Colvin— The Learning Process, pp. 295-309; 310-318; 319-329 

14. Titchener — Text-Book of Psychology, pp* 505-547. 

15. James — Psychology, Vol. II, pp, 325-371. 

16. Hunter — General Psychology, pp. 320-341. 



—46-^ 



21. CONSCIOUSNESS OF WILLING— INCENTIVE, DESIRE, AC- 
TIVITY, EFFORT. 

1. By examination of the incentives and effects of your personal 
movements and by inquiry into the incentives and effects of move- 
ments of others, show what is the prerequisite of all movements. 
Is sensation necessary to movements? 

2. Upon any given stimulation what movement will follow? What 
are the two possible classes of movements according to origin? 

3. The conscious accompaniments of movements may be divided into 
three groups: (1) the initiating process; (2) the directly sensory 
process; (3) the awareness of results. State and illustrate several 
ways by which movements are initiated. What is the nature of 
the guidance of a movement once initiated? 

4. On what basis is the selection of one movement rather than an- 
other determined? State the meaning of the consciousness of 
motive, desire, and fiat of the will. What determines them and 
the way they feel? 

5. In what sense is a man's will free undoubtedly? In what sense is 
its freedom debatable? What difference does it make whether a 
man believes in the freedom of the will in the latter sense? Ex- 
plain with reference to the individual and society. 

6. Is there any relationship between one's theory of the will and one's 
attitude toward law-breakers? Explain. 

References : 

1. Tho/ndike — Elements of Psychology, pp. 85-91; 274-297. 

2. Pillsbury — Fundamentals of Psychology, pp. 496-529. 

3. Woodworth — Psychology, pp. 523-551. 

. 4. James — Psychology, Vol. II, pp. 486-592. 

5. Wrrien — Hur.:an Psychology, pp. 293-313. 

6. MacDougall— Social Psychology, pp. 234-270; 359-392. 

7. Baldwin — Mental Development, pp. 336-430. 

8. Breese — Psychology, pp. 419-431. 

9. Dewey — Democracy and Education, pp. 146-162. 

10. Titchener — A Text-Book of Psychology, pp. 428-469. 

11. Angeil— Psychology, pp. 396-418; 419-439. 



—48- 



22. THE SELF—THE PERSONALITY. 

1. Explain what James means by the following constituents of the 
Self: (1) the material Self; (2) the social Self; (3) the spiritual 
Self; (4) the pure Ego. 

2. Explain what Pillsbury means by the following: (1) the physical 
Self; (2) the subjective Self; (3) the active Self. 

3. Explain the meaning, cause and significance of: (1) emotions of 
-Self; (2) unity of consciousness; (3) sense of personal identity; 

(4) dissociations of personality; (5) the soul. 

4. State the different theories oT reality as indicated by the different 
theories of the percept. Classify the different theories of philos- 
ophy according to the theory of the Self. Show the practical sig- 
nificance of any of the structural theories of the Self. 

5. Compare the nature and significance of the structural and the 
functional theory of the Self. 

6. Explain what is meant by "activity leading to further activity." 
Make a list of activities that will and a list of those that will not 
lead to a furtherance of activity. Do you think that theory of 
activity a good theory of life? What bearing has this theory on 
teaching morals in our schools? 

References : 

1. Pillsbury — Fundamentals of Psychology, pp. 530-554. 

2. James — Psychology, Vol. I, pp. 291-350; 350-401. 

3. MacDcugall — Social Psychology, pp. 179-214. 

4. Breese — Psychology, pp. 432-462. 

5. Woodworth — Psychology, pp. 552-570. 

6. Warren — Human Psychology, pp. 381-389. 

7. Dewey — Democracy and Education, pp. 406-408; 204-205; 
340-357.' 

8. Ross — Social Control, pp. 291-303. 

9. Bristol — Social Adaptation, pp. 298-312. 

10. Carver — Essays in Social Justice, pp. 59-84. 

11. Watson — Psychology, pp. 392-420. 

12. MacVannel — Philosophy of Education, pp. 56-75; 99-116. 

13. Pillsbury — Fundamentals of Psychology, pp. 267-273. 

14. Baldwin — Social and Ethical Interpretation, pp. 13-65. 

15. Wynne — Education as the Solution of the So-called Conflict 
between the Individual and Society. (Manuscript). 

16. Hunter — General Psychology, pp. 84-109. 

17. Kirkpatrick — The Individual in the Making, pp. 3-10; 72-88. 



—50— 



23. THE ORIGINAL NATURE OF MAN— BIOLOGICAL HEREDITY. 

1. State several different classifications of original nature and the 
basis of each. Decide upon some convenient method of classifica- 
tion for our study. 

2. State the different criteria by which we may be able to determine 
whether a tendency is original. 

3; Explain the difference between heredity and environment accord- 
ing to Thorndike. 

4. State and illustrate the different theories of the proper treatment 
of original nature and the bearing of such theories on educational 
practice. 

5. Discuss the extent to which man's original nature has changed 
during the last 6,000 years. 

6. Make a list of the original tendencies (1) that should be developed; 
(2) that should be modified; (3) that should be rooted out alto- 
gether. Explain why you think each tendency should be thus pre- 
served, modifiied or destroyed as the case may be. 

7. Discuss different ways by which original nature may be modified. 

8. What bearing have questions 6 and 7 on educational theory and 
practice? 

References :' 

1. Thorndike — Elements of Psychology, pp. 184-198. 

2. Thorndike — Educational Psychology, Briefer Course, pp. 
1-26; 27-49; 50-83; 100-124. 

3. Thorndike — Educational Psychology, Vol. I, pp. 1-26; 43-107; 
234-244; 245-312. 

4. James — Psychology, Vol. I, pp. 383-441. 

5. Starch — Educational Psychology, pp. 9-25. 

6. Pillsbury — Fundamentals of Psychology, pp. 420-442. 

7. MacDougall — Social Psychology, pp. 44-76; 77-104. 

8. Woodworth — Dynamic Psychology, pp. 44-76; 77-104. 

9. Woodworth— Psychology, pp. 89-104; 105-117. 

10. Colvin and Bagley — Human Behavior, pp. 126-164. 

11. Parmalee — Science of Human Behavior, Chapters XI, XII, XII 

12. Watson — Psychology, pp. 231-236; 236-249. 

13. Colvin — The Learning Process, pp. 33-54; 55-70. 

14. Hunter — General Psychology, pp. 36-53; 158-177. ^ 



-52- 



24. THE SOCIAL NATURE OF MAN— SOCIAL HEREDITY. 

1. State as many differences as you can that exist between the aver- 
age American today and the Damara, the American Indian of 
1492, the aneienir Athenian, the Chinese of today, the American 
negro. 

2. Make one list of a number of things that you consider biological 
inheritance and another of the things that you consider social in- 
heritance. Is a sneeze at the dinger table social inheritance? A 
gun? The moon? Rheumatism? 

3. How did social inheritance originate? What keeps it in existence? 
How may we make its continued development more secure? 

4. If man were suddenly to lose all of his social inheritance, how 
would his condition compare with that of the men of the Ston© 
Age? Of the Middle Ages? Explain fully. 

5. What is the purpose of education then? What is the task of edu- 
cational psychology? 

References : 

1. Dewey — Democracy and Education, pp. 12-27. 

2. Baldwin — Social and Ethical Interpretation, pp. 66-98. 

3. Bagley— Educative Process, pp. 1-22; 23-39. 

4. MacVannel — Philosophy of Education, pp. 99-116. 

5. Kidd— Social Evolution, Chapter IX, pp. 271-294. 
6: Kidd— Science of Power, Chapter X, pp. 267-309. 

7. Wynne — Education as the Solution of the So-called Conflict 

between the Individual and Society. (Manuscript). 
8- Hunter- — General Psychology, pp. 84-109. 



-—54—^ \ '*' 



25. LEARNING— MEANING AND LAWS. 

1. Make a list of a number of things that animals or' men can do 
now better than they could when you fiirst observed them. The 
difference is due to learning-. 

2. Explain: (1) the difference between learning in the broad and the 
narrow sense; (2) the meaning of learning by "trial and error", 
by "imitation" and by "free ideas." 

3. Distinguish between the act of learning and the material learned. 
Illustrate the relationship between (1) learning and memorizing; 
(2) learning and the modification of behavior; (3) learning and 
the modification of instincts; (4) learning and training; (5) learn- 
ing and education; (6) learning and habit formation; (7) learning 
and acquired characteristics; (8) learning and forming of connec- 
tions; (9) learning and reasoning. 

4. State and illustrate the meaning of Thorndike's laws of satisfac- 
tion and annoyance. 

5. State and illustrate fully the meaning of Thorndike's laws of 
learning. Show the relationship between them and the laws of 
habit formation and ways of modifying instincts. 

References : 

1. Thorndike— Elements of Psychology, pp. 199-214; 215-223. 

2. Thorndike — Educational Psychology, Briefer Course, pp, 
53-56; 70-72; 125-137. 

3. Thorndike — Educational Psychology, Vol. I, pp. 123-134; 
170-174; Vol. II, pp. 6-16. 

4. Colvin and Bagley — Human Behavior, pp. 149-164; 165-188; 
283-297; 298-308; 24-36. 

5. Starch — Educational Psychology, pp. 115-120. 

6. Colvin — The Learning Process, pp. 1-17; 18-32. 

7. Pillsbury — Fundamentals of Psychology, pp. 499-511. 

8. Woodworth — Dynamic Psychology, pp. 77-104; 105-127. 

9. Woodworth — Psychology, pp. 296-331. 

10. Watson— Psychology, pp. 269-309; 310-347. 

11. Bagley— Educative process, pp. 1-22; 23-39. 

12. Norsworthy and Whitley — Psychology of Childhood, pp. 

187-205. 

13. Hunter — General Psychology, pp. 301-319. 



2G. LEARNING— EDUCATIONAL SIGNIFICANCE OF ITS (JHA^ 

ACTERISTICS. 

1. State and illustrate four kinds of connection forming that we may 
roughly distinguish in human learning. 

2. Is the fact that a boy is continually moving and mischievous in the 
school room an indication that he has less or more ability to learn? 
Explain. 

3. Would a college freshman who had played his first Varsity game 
of baseball on Monday be able to do as good class work on Tuesday 
and Wednesday as he would have been able to do had he never 
contemplated playing Varsity ball at all? Why? 

4. In this course we have studied the laws of habit, modification of 
instincts, methods of memorizing, and finally the laws of learn- 
ing. Should we have studied the laws of learning and omitted the 
other topics? Why? 

5. If it were possible, would it be advisable to direct a pupil in the 
study of agriculture so that he could do only the things that would 
be successful? Why? 

6. Name two students in your class and ask your friend who knows 
them both how he distinguishes them one from the other. Gener- 
ally, he will not know. Explain how he is able to distingish them 
and at the same time not know how he does so. 

7. Very occasionally you see a person that you think you know. 
About the same moment you are speaking to him, you realize your 
mistake. Why did you think you knew him? 

8. Do such observations make any suggestion as to the proper meth- 
ods of instruction? As to the kind of teacher-training we need? 
Explain. 

9. Is it wise to call attention of pupils to specific errors and specific 
points of merit, or to make general commendation of good, poor, 
correct ,wrong, etc.? Illustrate. Is it wise for parents to help 
their children prepare their lessons at night? Explain. 

10. Explain the meaning of: (1) multiple-response or varied reaction; 
(2) attitude, dispositions, preadjustments, or **sets"; (3) the par- 
tial or piece-meal activity of a situation; (4) assimilation or re- 
sponse by analogy; (5) associative shifting. 

11. State the two general rules for education that have their basis in 
the laws of learning and habit formation. 

Rtforences: 

1. Thorndike — Educational Psychology, Briefer Course, pp. 
138-152. 

2, Thorndike — Educational Psychology, V©1. II, pp. 17-31. 

—58— -J 



i. Gelvin — -An Introduetion to High School Teaching, -(jp. 
177-198; 19&-223. 

4. Bagley — The Educative Process, pp. 115-127. 

5. Parker — Methods of Teaehiag- in High Schools, pp. 122-141; 
14f-l«f. 

Q. Colvis — The Learning Process^ pp. S5-7t; 145-158. 
7.. Hunter — General Psycrhology, pp. SO 1-3 It. 



^59— 



27. THE CONDITIONS OF LEARNING— INDIVIDUAL DIFFER- 
ENCES AND FATIGUE. 

1. Study the practice curves used in diagraming certain psychological 
experiments and| illustrate by means of sueh c-arves sime experi- 
mental results recorded. 

2. Sta^e and illustrate by means of the distribution curve the general 
range of human ability to learn. What bearing has this question 
on educational method and organization? 

3. Is ccinpensation or correlation of human capacities the general 
rule? State and discuss the validity of the results of certain in- 
vestigations. 

4. State and discuss the influence of sex, race and recent ancestry as 
determining factors in one's ability to learn on the basis of re- 
sults of experiment and investigation. 

5. State some of the results of investigation indicating the possible 
answers to these questions: "How much does continued work at 
any one time or any combination of tasks diminish efficiency for 
any other task?" and "How does it?" 

6. Is there any parallel in the method of the transference of deter- 
ioration and the method of the transference of improvement of a 
function? Illustrate fully. 

References: 

1. Thorndike— Educational Psychology, Briefer Course, pp. 
186-201; 331-375; 283-314. 

2. Thorndike— Principle of Teaching, pp. 68-104. 

3. Thorndike — Educational Psychology, Vol. II, pp. 85-115; 
Vol. Ill, pp. 142-280; 1-107. 

4. Starch — Educational Psychology, pp. 26-62; 63-96. 

5. Terman — Measurement of Intelligence, pp. 65-104. 

6. Woodrow — Brightness and Dullness of Children, pp. 41-60; 
254-274. 

7. Hollingsworth — The Psychology of Subnoi'mal Children, pp. 
1-16. 

8. Rugg — Statistical Methods Applied to Education, pp. 1-27. 

9. Watson— Psychology, pp. 348-359; 163-172. 
10. Hunter— General Psychology, pp. 36-53; 61-83. 



■GO— 



28. LEARNING— TESTS AND MEASUREMENTS. 

1. Explain the difference between intelligence and educational tests. 
Name an example of each kind. 

2. Explain the difference between group and individual te.sts and 
name an example of each. 

3. Explain the difference between those tests that consist of a variety 
of reactions to situations which a normal child of a normal en- 
vironment would be able to make , and those tests that proceed on 
the basis of measuring special mental functions. 

4. Show that the Standford Revision of the Binet-Simcn Scale be- 
longs in one class of each of the three classifications suggested 
above. 

5. Distinguish between the mental age and the I Q. 

6. State the arguments for and against the validity of specific in- 
telligence tests. 

7. State and explain the nature of some of the best tests of reading, 
writing, and arithmetic, and state the possible value in the employ- 
ment of each. 

8. Show how tests may aid directly the pupil, the teacher, the prin- 
cipal and the superintendent. 

R€f erences : 

1. Starch — Educational Psychology, pp. 73-112. 

2. Terman — ^he Measurement of Intelligence, Part I. 

3. Strayer and Englehardt — The Classroom Teacher, pp. 211-265 

4. Hunter — General Psychology, pp. 36-53. 

5. Parker — Teaching in High Schools, pp. 492-511. 

6. Wilson and Hoke — How to Measure, Chapters III, IV, V, X, 
XI and XII. 

7. Starch — Educational Measurements, Chapters II, III, IV, V 
and VIII. 

8. Monroe, DeVoss and Kelly — Educational Tests and Measure- 
ments, Chapters I, II, III and IV. 

9. Woodrow — Brightness and Dullness in Children, pp. 9-60. 
10. Hunter— General Psychology, pp. 36-53, 



-62 



29. LEARNING-^CONDITIONING FACTORS 

1. State and explain the meaning of, and the meaning of the im- 
provement of, a mental function. 

2. State some evidence as to the possible limit of the improvement of 
different mental functions. Is it desirable to improve all mental 
functions to their limits? 

3. State the evidence as to the best length of practice periods and in- 
tervals between them. 

4. State the evidence as to the possibiltiy and desirability of increas- 
ing speed in reading and writing, 

5. Is it more or less difficult to improve one's ability in spelling than 
in hand-writing? Why? 

6. Could a teacher, by giving his entire attention to a child during 
four periods a day in an isolated home, develop in him a higher 
standard of morality than he could develop in the same number of 
periods a day in a public school? Explain. Is the suggestion in 
favor of or opposed to public education? 

7. Will a wage hand who has no prospect of having his salary in- 
creased learn new activities connected with a business as will a 
young, contented married man who owiis a part of the same busi- 
ness? Explain. 

8. If, in a class of sixty pupils, two of a slightly nervous teinperament 
are striving for the highest honors at commencement, will they do 
more or less efficient work than they would have done had they 
not been involved in such competition? Explain. 

9. Should pupils be given answers to their problems? Never? Al- 
ways? Why? 

10. Should children begin the study of reading by learning the letters, 
phonics, or words first? Why? 

11. Should children be assigned certain additions and subtractions to 
work out at home before they have done any such work under the 
direction of the teacher? Always? Never? Why? 

References: 

1. Thorndike — Educational Psychology, Briefer Course, pp. 
173-178; 186-224. 

2. Thorndike — Education, pp. 95-116. 

3. Thorndike — Educational Psychology. Vol. II. pp. .54-63; 
116-234. 

4. Pillsbury — Eundamentals of F*sychology. pp. 345-379; 335-344 

5. Starch — Educational Psychology, pp. 121-140; 141-175. 

f!. Wynne — Psychological Factors Involved in Teaching Reading. 
(Manuscript) , 



•30, LEARNING~-^TKANSFEREiNICE OF TRAlN'iMd. 

1. Would the acceleration of speed and compreheTision of a child in 
reading ability through the proper use of tests improve his ability 
in spelling and writing? 

2. Explain the meaning, origin and argument advanced in favor of 
the theory of formal discipline. 

3. Explain the meaning of the term transference of training. 

4. State the ways and only ways by which transference takes place. 

5. Show in what respects certain subjects are better mind trainers 
than others. Should all students pursue these courses? All the 
time? How long? When? 

References: 

1. Graves — A Student's History of Education, pp. 179-185. 

2. Monroe, Paul, (Editor) — Principles of Secondary Education, 
pp. 298-206. 

3. Monroe — Text-Book in the History of Education, pp. 505-532. 

4. Thorndike — Principles of Teaching, pp. 235-249. 

5. Thorndike — Educational Psychology, Briefer Course, pp. 
259-282. 

6. Thorndike— Educational Psychology, Vol. U, pp. 350-357; 
357-381; 381-422; 422-433. 

7. Colvin — The Learning Process, pp. 211-228; 229-250. 

8. Starch — Educational Psychology, ^pp. 191-216; 217-255. 

9. Woodworth — Psychology, Chapter XIII, pp. 316-17; Chapter 
XIV, pp. 361-62. 

10. Colvin and Bagley — Human Behavior, pp. 181-186. 

11. Bagley — The Educative Process, pp. 203-217. 

12. Hunter — General Psychology, pp. 301-308. 



— 6r, 



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